Third Grade Science Alignment Record

GLCE Code Expectation/Objective

Science GLCE
Is this objective introduced, reinforced, or both?

v.12.07 NSTA Book lesson that you are connecting. Please specify HOW the lesson introduces or reinforces the objective you have targeted.

NSTA Page #s

Science Processes Statement S.IP.E.1

Inquiry Process Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. Make purposeful observation of the natural world using the appropriate senses. Generate questions based on observations. Plan and conduct simple and fair investigations. Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer). Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool. Construct simple charts and graphs from data and observations. Inquiry Analysis and Communication Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. Summarize information from charts and graphs to answer scientific questions. Share ideas about science through purposeful conversation in collaborative groups. Communicate and present findings of observations and investigations. Develop research strategies and skills for information gathering and problem solving. Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. 1

S.IP.03.11

S.IP.03.12 S.IP.03.13

S.IP.03.14

S.IP.03.15

S.IP.03.16

Science Processes Statement S.IA.E.1

S.IA.03.11

S.IA.03.12

S.IA.03.13 S.IA.03.14

S.IA.03.15

This sample alignment tool is provided by the Michigan Department of Education as a resource to schools/districts.

Third Grade Science Alignment Record

GLCE Code Expectation/Objective

Science GLCE
Is this objective introduced, reinforced, or both?

v.12.07 NSTA Book lesson that you are connecting. Please specify HOW the lesson introduces or reinforces the objective you have targeted.

NSTA Page #s

Science Processes Statement S.RS.E.1

Reflection and Social Implications Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision making and the application of science throughout history and within society. Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Use data/samples as evidence to separate fact from opinion. Use evidence when communicating scientific ideas. Identify technology used in everyday life. Identify current problems that may be solved through the use of technology. Describe the effect humans and other organisms have on the balance of the natural world. Describe how people have contributed to science throughout history and across cultures. Force and Motion Gravity- Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground no matter where the object is on the Earth. Identify the force that pulls objects towards the Earth.

S.RS.03.11

S.RS.03.14

S.RS.03.15

S.RS.03.16 S.RS.03.17

S.RS.03.18

S.RS.03.19

Physical Science Statement P.FM.E.2

P.FM.03.22

This sample alignment tool is provided by the Michigan Department of Education as a resource to schools/districts.

Third Grade Science Alignment Record

GLCE Code Expectation/Objective

Science GLCE
Is this objective introduced, reinforced, or both?

v.12.07 NSTA Book lesson that you are connecting. Please specify HOW the lesson introduces or reinforces the objective you have targeted.

NSTA Page #s

Statement P.FM.E.3

Force- A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment. Describe how a push or a pull is a force. Relate a change in motion of an object to the force that caused the change of motion. Demonstrate how the change in motion of an object is related to the strength of the force acting upon the object and to the mass of the object. Demonstrate when an object does not move in response to a force, it is because another force is acting on it. Speed- An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far. Compare and contrast the motion of objects in terms of direction. Identify changes in motion (change direction, speeding up, slowing down). Calculate the speed of an object based on the distance it travels divided by the amount of time it took to travel that distance. Energy Forms of Energy- Heat, electricity, light, and sound are forms of energy. Identify light and sound as forms of energy.

P.FM.03.35 P.FM.03.36

P.FM.03.37

P.FM.03.38

Statement P.FM.E.4

P.FM.03.41

P.FM.03.42

P.FM.03.43

Physical Science Statement P.EN.E.1 P.EN.03.11

This sample alignment tool is provided by the Michigan Department of Education as a resource to schools/districts.

Third Grade Science Alignment Record

GLCE Code Expectation/Objective

Science GLCE
Is this objective introduced, reinforced, or both?

v.12.07 NSTA Book lesson that you are connecting. Please specify HOW the lesson introduces or reinforces the objective you have targeted.

NSTA Page #s

Statement P.EN.E.2

Light Properties- Light travels in straight lines. Shadows result from light not being able to pass through an object. When light travels at an angle from one substance to another (air and water), it changes direction. Demonstrate that light travels in a straight line and that shadows are made by placing an object in a path of light. Demonstrate what happens to light when it travels from water to air (straw half in water looks bent). Sound- Vibrating objects produce sound. The pitch of sound varies by changing the rate of vibration. Relate sounds to their sources of vibrations (for example: a musical note produced by a vibrating guitar string, the sounds of a drum made by the vibrating drum head). Distinguish the effect of fast or slow vibrations as pitch. Properties of Matter Conductive and Reflective PropertiesObjects vary to the extent they absorb and reflect light energy and conduct heat and electricity. Demonstrate how some materials are heated more than others by light that shines on them. Explain how we need light to see objects: light from a source reflects off objects and enters our eyes. Organization of Living Things Structures and Functions- Organisms have different structures that serve different functions in growth, survival, and reproduction. Describe the function of the following plant parts: flower, stem, root and leaf.

P.EN.03.21

P.EN.03.22

Statement P.EN.E.3

P.EN.03.31

P.EN.03.32

Physical Science Statement P.PM.E.5

P.PM.03.51

P.PM.03.52

Life Science Statement L.OL.E.3

L.OL.03.31

This sample alignment tool is provided by the Michigan Department of Education as a resource to schools/districts.

Third Grade Science Alignment Record

GLCE Code Expectation/Objective

Science GLCE
Is this objective introduced, reinforced, or both?

v.12.07 NSTA Book lesson that you are connecting. Please specify HOW the lesson introduces or reinforces the objective you have targeted.

NSTA Page #s

L.OL.03.32

Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, claws). Classification- Organisms can be classified on the basis of observable characteristics. Classify plants on the basis of observable physical characteristics (roots, leaves, stems, and flowers). Classify animals on the basis of observable physical characteristics (backbone, skin, shell, limbs, scales). Evolution Environmental Adaptation- Different kinds of organisms have characteristics that help them to live in different environments. Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (for example: leaf shape, thorns, odor, color). Relate characteristics and functions of observable body parts to the ability of animals to live in their environment (for example: sharp teeth, claws, color, body covers). Earth Systems Natural Resources- The supply of many natural resources is limited. Humans have devised methods for extending their use of natural resources through recycling, reuse, and renewal. Identify natural resources (metals, fuels, fresh water, farmland, and forests). Classify renewable (fresh water, farmland, forests) and non- renewable (fuels, metals) resources. Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal). 5

Statement L.OL.E.4 L.OL.03.41

L.OL.03.42

Life Science Statement L.EV.E.1

L.EV.03.11

L.EV.03.12

Earth Science Statement E.ES.E.4

E.ES.03.41

E.ES.03.42

E.ES.03.43

This sample alignment tool is provided by the Michigan Department of Education as a resource to schools/districts.

Third Grade Science Alignment Record

GLCE Code Expectation/Objective

Science GLCE
Is this objective introduced, reinforced, or both?

v.12.07 NSTA Book lesson that you are connecting. Please specify HOW the lesson introduces or reinforces the objective you have targeted.

NSTA Page #s

E.ES.03.44

Recognize that paper, metal, glass, and some plastics can be recycled. Human Impact- Humans depend on their natural and constructed environment. Humans change environments in ways that are helpful or harmful for themselves and other organisms. Describe ways humans are dependent on the natural environment (forests, water, clean air, earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry). Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable and non-renewable resources). Solid Earth Earth Materials- Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Some Earth materials have properties which sustain plant and animal life. Recognize and describe different types of earth materials (mineral, rock, clay, boulder, gravel, sand, soil). Recognize that rocks are made up of minerals. Surface Changes- The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. Identify and describe natural causes of change in the Earths surface (erosion, glaciers, volcanoes, landslides, and earthquakes).

Statement E.ES.E.5

E.ES.03.51

E.ES.03.52

Earth Science Statement E.SE.E.1

E.SE.03.13

E.SE.03.14

Statement E.SE.E.2

E.SE.03.22

This sample alignment tool is provided by the Michigan Department of Education as a resource to schools/districts.

Third Grade Science Alignment Record

GLCE Code Expectation/Objective

Science GLCE
Is this objective introduced, reinforced, or both?

v.12.07 NSTA Book lesson that you are connecting. Please specify HOW the lesson introduces or reinforces the objective you have targeted.

NSTA Page #s

Statement E.SE.E.3

Using Earth Materials- Some Earth materials have properties that make them useful either in their present form or designed and modified to solve human problems. They can enhance the quality of life as in the case of materials used for building or fuels used for heating and transportation. Identify Earth materials used to construct some common objects (for example: bricks, buildings, roads, glass). Describe how materials taken from the Earth can be used as fuels for heating and transportation.

E.SE.03.31

E.SE.03.32

This sample alignment tool is provided by the Michigan Department of Education as a resource to schools/districts.